Film Analysis Of 300 Movie - 1428 Words

Samuel Catoe, LHS K Richardson History 101 26 September 2017 300 Film Analysis The 300 is a spectacular movie designed to provide the viewer with a sense of excitement and anticipation. The movie is loosely based on past events with Sparta and their conflict with Persia, back in 480 BC. And while the movie is founded on a historical event, there are many historical inaccuracies throughout the film. These inaccuracies are created to add depth and new excitement to the movie, but also gives the viewer a false understanding of the events that took place. As the movie begins, it displays the harsh customs of the Spartan civilization. Its shows how Spartans inspect their infants for deformities, and if found with a deformity, they were†¦show more content†¦The priests take the gold as a reward for denying Sparta’s war request. Leonidas did not want to disobey the priests, so he decided to take 300 of his best soldiers, as his bodyguards, and take a walk to the Hot Gates of Thermopylae. Along the way, King Leonidas and his 300 soldiers met some allies. The allies were shocked by the small number of Spartan soldiers, but when Leonidas asked their professions, he clearly stated he had brought more soldiers than them. The Spartans continue their journey and are joined by Arcadians and other Greek forces. When they arrive, the build a wall to slow the Persian attack. The soldiers fight off the Persian scouts, and use the dead bodies to increase the massive wall. The scouts are followed up by a Persian emissary, who threaten to â€Å"block out the sun† with their arrows and King Leonidas replies that the Spartans will fight in the shade. The Spartans battle and defeat the Persian emissary. The Persians demand that the Spartans surrender before anyone else dies, but King Leonidas refuses and the two forces have a huge battle with many causalities. After the battle, Xerxes approaches King Leonidas, surprised by his fighting skills, and attempts to convince Leonidas to surrender. Xerxes promises King Leonidas with gold and other riches, but he refuses and threatens to make the â€Å"God King† bleed. Xerxes then sends his personal army called â€Å"the Immortals† to attack the Spartans. The Immortals consist of manyShow MoreRelatedEng 225 Week 5 Film Critique Final Paper New831 Words   |  4 PagesENG 225 Week 5 Film Critique Final Paper NEW To Buy This material Click below link http://www.uoptutors.com/eng-225-ash/eng-225-week-5-film-critique-final-paper-new Focus of the Final Film Critique Throughout this course, you have been compiling a blog and writing essays that analyze various elements of film such as theme, cinematic techniques, and genre. It is now time to combine those elements into a comprehensive analysis of one movie. You will be completing this assignment in two stages:Read MoreEng 225 Week 5 Film Critique Final Paper836 Words   |  4 PagesWeek 5 Film Critique Final Paper Click Link Below To Buy: http://hwcampus.com/shop/eng-225/eng-225-week-5-film-critique-final-paper/ Or Visit www.hwcampus.com ENG 225 Week 5 Film Critique Final Paper Focus of the Final Film Critique Throughout this course, you have been compiling a blog and writing essays that analyze various elements of film such as theme, cinematic techniques, and genre. It is now time to combine those elements into a comprehensive analysis of one movie. You willRead MoreHistorical Film Analysis : The 3001139 Words   |  5 PagesHistorical Film Analysis: the 300 The 300 is a fictional retelling of Herodotus’s account of the Battle of Thermopylae from the perspective of Leonidas I and his fellow Spartans. The film is based on a comic book of the same name and is a live action, shot-by-shot visualization of said comic. 300 utilizes stunning two-dimensional graphics and dramatic lighting and camera angles to make the film look more like a moving comic. Both the film and its literary counterpart are full of historical inaccuraciesRead MoreWeek 5- Final Film Critique1421 Words   |  6 PagesWeek 5 – Final Film Critique Byron Phillips ENG 225 Introduction to Film Instructor Hayes 11 May 2015 FINAL FILM CRITIQUE There’s no doubt that Star Wars is one of the most impactful films of all time, having changed the movie-making game ever since it premiered in 1977. It quickly became a global phenomenon and has accumulated some of the most passionate fans in the universe. 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In popular culture, Ancient Greece and Rome are portrayed substantially in books and movies; however, not many people are aware of how they also shape our thoughts, ideals, and motivations. 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An Ethical Assessment of Cultural Appropriation in Fine Art

Appropriate Appropriation: An Ethical Assessment of Cultural Appropriation in Fine Art Gabriela Amaya-Baron Ethics and Visual Representation Diane Zeeuw 09/2012 Cultural appropriation is a concept that seems to carry with it a negative connotation. I think this is understandable since the practice often involves the recognition of certain societal divides, which can be highly sensitive and political. This can make people uncomfortable, and in the context of the arts, it has been known to cause offense. This sensitivity has been used as a superficial counter against cultural appropriation, especially by those who feel their culture is the one being appropriated from. It is an easy argument to apply against artists who appropriate. It†¦show more content†¦3 ï ¿ ¼ and relations of power.†2 He goes on to conclude that â€Å"like ‘race’, ‘culture’ is a social imposition on an unruly world.†3 At first pass, I would almost agree, especially with the added assertion by Kwame Anthony Appiah, noted writer and Professor of Philosophy at Princeton, that the concept of culture perhaps has no application since the overlap of cultures makes them difficult to define; perhaps if there is no obvious delineation, it is not something we can truly reference in discussion. He remarks, too, that in some areas where the concept was introduced (sometimes by the political â€Å"creation† of a group), having not been conceptualized by the locals previously, the increase in self-determination and allegiance to a particular â€Å"culture† has led to an increase in tension and violence.4 If we hold that the notion of culture is this problematic and undefinable, maybe a discussion of cultural appropriation is futile and an argument against it ultimately non-existant. But I do not believe this is so. I don’t find it a legitimate refutation to simply deny an offended party’s concerns with the rationale that culture is undefinable, therefore cultural appropriation cannot occur and so there is no case and no reason to voice opposition to an artwork. 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History of Media Shape Singapore Magazine

Question: Discuss about theHistory of Mediafor Shape Singapore Magazine. Answer: One of the famous magazines of Singapore is the Shape Singapore magazine. This magazine is a monthly English magazine on fitness. This is one of the most famous and widely read magazine. The target market for this magazine is the women of Singapore. The magazine includes the workout routines for women, along with highlighting the challenges that the women might face, along with the potential solutions. The improvements of lifestyle tips are also included in this magazine (Chandra Kaiser, 2014). The fitness regime that are presented in this magazine are followed by women of Singapore, as the fitness regimes are proposed and endorsed by famous models and celebrities. The magazine also includes beauty and fashion tips for the women. The unique features of the magazine includes the following: Shape Singapore magazine is one of its kind and the only magazine for the body and mind guide of the women of Singapore. The magazine covers the attest fitness regimes as well as the beauty and fashion for the women. The editors and contributors of the magazine work closely with the medical professionals and experienced nutritionists such that the fitness regime provide to the women, are accurate as well as trustworthy, with adequate research. The magazine has an interactive digital edition, with relevant videos and pop-up workout videos. Thus, the inclusion of videos has a stronger impact on the readers and subscribers. The magazine is famous and has been conferred various awards, for the information being shared by the magazine. The marketing and sales department of Shape Singapore magazine handles the financing and circulation of the magazine efficiently. For the circulation of the magazine, the subscribers are sent monthly editions of the magazines. The other read are who are not regular readers might buy the magazine from the local bookshops and roadside book-selling vendors. Moreover, online digital version is also available for the people who prefer reading the digital version. The regular subscribers are often offered various discounts and free versions of the magazine. Thus, the financing and circulation is efficient such that the readers might get the magazine at a reasonable price, with the ease of availability. Attracting Audience It is important to attract audience towards the Shape Singapore magazine. This is because, Shape Singapore is one of its kind in Singapore and provides a lot of information and guidance to the women of Singapore. The number of the audiences of the print version is approximately 22,000 readers. Almost 30,000 readers and online subscribers read the digital version of the magazine. The website unique visitor is approximately 65,000 visitors. The Shape Singapore magazine is driven by the readers profile. The readers of the Shape Singapore magazine mostly include women having white-collar jobs. The rate card of Shape Singapore 2017 highlights the fact that 45% of the readers are PMEB. 23% of the readers are full time housewives. 18% of the readers of Shape Singapore is women doing white-collar jobs. The readers who are students consists of 5% of the total number of readers. In order to attract more audience, Shape Singapore has put in place in place an award winning IT portal. In addition , Shape Singapore as a leading women's magazine attracts audience by offering the most empowering reads that touch on women's issues in detail and style. It also honours outstanding players in the beauty industry. Maintaining a Pool of Loyal Readers Shape Singapore has been awarded various times and various events, for the contribution it has in the society. It has been awarded Singapores best magazine for women. The magazine has been successful in maintaining a pool of loyal readers by giving the accurate and effective information and tips regarding health, beauty and fashion. Moreover, the wellness programs such as yoga campaigns and marathons that have been arranged by the, magazine increased its pool of loyal readers (Webb et al., 2017). Hence, the magazine stands out to be one of the most trusted magazines on Singapore. It also gives its readers information concerning locals as well as international trends thereby keeping its readers up to date and well informed. It also reviews marvellous shopping ideas, designer labels, among others. Creating a Conductive Environment for Advertisers The Shape Singapore was launched in 2004. Since the time of its launch, it has been providing an excellent and favourable environment for the advertisers. The magazine is strict on disallowing offensive contents in the magazine. Since the largest numbers of readers are the modern women of Singapore, hence the advertisers have found a suitable platform to connect to the women of Singapore, through this magazine. Set aReasonable Price Shape Singapore magazines prices are the best in town. This magazine the most affordable rates for consumers of its content as well as the advertiser that use its platform. It's rated are well documented and are affordable. It also offers discounts to individual consumers and advertisers. As a result, it attracts more clients given its affordability (Schatz, 2016). It has different categories set for different fees. Shape Singapore has also lowered its rates without compromising on quality. The magazine as a branded event Shape Singapore magazine conducts various wellness events as well as promotional events. These events are conducted with the motivation of attracting more customers and enhancing the loyalty of the readers. These events have helped in enhancing the sale of the magazine. Conglomeration and convergence Foundation history The arrival of Walt Disney in California took place in 1923. It is one of the most famous diversified multimedia entertainment conglomerates. In October 1923, the Disney brothers launched the Disney studio. The original Disney studio was in the back half of a real estate office at Kingswell Avenue. Soon , the studio was able to finance and move to the next door, where it had rented the whole store. This was how the studio grew gradually. The year 1950 witnessed a big success for the Disney studio as the first complete action film was launched. Cross Media Horizontal and Vertical Structure The horizontal cross-media refers to the concept where the production company expands into another industry. Disney has a strong influence on the cross media horizontal structure. On the release of the movie Toy story, various toys, games and merchandise shaped in the similar way as shown in the movie were found (Natale Balbi, 2014). Moreover, the ideas of the movie were taken to design theme parks and rides. The sound tracks of various Disney Studio movies are used. Thus, the various movies of Disney Studio influence the lives of people (Manz et al.,2014). The vertical structure includes handling of the same articles by different departments. The various departments include the animation department and the production department (Schaefer et al.,2015). The animation department works together in producing the movies, with the production department compiling and creating a complete animated movie. Example of Convergence with Another Media Industry When the Star War movie was launched, various rides and theme parks were made featuring the concepts of Star War. This highlights the convergence of Disney with other industries. These movies has a strong impact on the people, as they can feel the movie in real lives with the toys, games, and rides having the themes same as that of the movies (Simpson, 2016). Various merchandise such as bags and t-shirts having the characters of the movie also has a strong impact on the fans of the movies. The Narrowing of Cultural Diversity in American Cinema Hollywood movies do not represent the true cultural diversity in America. In their work (Horthy Richardson, 2017) observes that in the event that the director is a black, then several blacks would be seen to be involved in the movie. There are hardly any changes. Hollywood movies still tend to show a homogenized world picture despite the changing demographics. Reel Bad Arabs The stereotypical Hollywood representations of Arabs have seriously changed as a result of 9/11? This is because after 9/11, several terrorist attacks have also followed in quick succession and the perpetrators have always been persons of Arab origin. It thus governs how these cultural stereotypes are shown on screen. Other groups that are stereotyped in childrens cartoons include blacks (Wilson, 2017). References Chandra, A., Kaiser, U. (2014). Targeted advertising in magazine markets and the advent of the internet.Management Science,60(7), 1829-1843. Horthy, L., Richardson, I. (2017). Games of Being Mobile: The Unruly Rise of Mobile Gaming in Japan. In Mobile Gaming in Asia (pp. 21-33). Springer Netherlands. Manz, D., Walling, R., Miller, N., LaRose, B., D'Aquila, R., Daryanian, B. (2014). The grid of the future: Ten trends that will shape the grid over the next decade.IEEE Power and Energy Magazine,12(3), 26-36. Natale, S., Balbi, G. (2014). Media and the imaginary in history: The role of the fantastic in different stages of media change.Media History,20(2), 203-218. Schaefer, K. E., Adams, J. K., Cook, J. G., Bardwell-Owens, A., Hancock, P. A. (2015). The future of robotic design: Trends from the history of media representations.ergonomics in design,23(1), 13-19. Simpson, M. M. (2016). Analyzing the Generative Mechanisms that Provoked the Disney Animators Strike of 1941 and the Subsequent Formation of the UPA. Webb, J. B., Vinoski, E. R., Warren-Findlow, J., Padro, M. P., Burris, E. N., Suddreth, E. M. (2017). Is the Yoga Bod the new skinny?: A comparative content analysis of mainstream yoga lifestyle magazine covers.Body Image,20, 87-98. Wilson, J. (2017). Communicarion Arts 120 02 Introduction to Critical Media Studies.

Mark Zuckerberg Essay Example

Mark Zuckerberg Essay Name: Lecturer: Course: Date: We will write a custom essay sample on Mark Zuckerberg specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Mark Zuckerberg specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Mark Zuckerberg specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Mark Zuckerberg Mark Zuckerberg is popular because he is the founder of a social site called facebook. This young man came up with this site while he was still a student. In fact, he did this at the comfort of his dormitory, in college. Zuckerberg was a student at Harvard University where he pursued computer science. Before starting facebook, he had designed a website that was used to compare photos of other college mates. The administration did not approve this site therefore it was shut down and Zuckerberg was punished for this. This was likely to discourage him but on the contrary, it motivated him. In three months time, he had done what the CIA was unable to do in sixty year, develop a social site and named it facebook (Woog 13). Zuckerberg’s passion in computer science did not start in college. He developed interest in software as early as when he was in middle school. He learned how to program through the help of his father and a tutor. To enhance his knowledge, he pursued a programming course at graduate level, which assisted him to create computer programs. Some of these were computer games and communication mediums. He said that some of his friends who were artistic could design games and he could make programs for those games. Today many children are playing computer games designed by Mark (Woog 20). Apart from starting facebook, Zuckerberg has contributed a lot to the society. He enjoys charity work and even donates most of his wealth to charity. He and Bill Gates signed a promise to donate half of their wealth or more. They also encouraged others to give donations to charity. After he started facebook, he donated hundred million dollars to Newark, which is a public school computer system. This money was meant for improving the efficiency of the system. He also gave an unknown amount to a website called Diaspora, which is a server that offers services related to social networking. Woog (33) adds that more to being an excellent academic performer, Mark is good at theater arts. He is a main character in a movie, which is an inspiration to many people. He has won an award of the best start up CEO in 2007 and was voted the person of the Year in Times magazine of Year 2010. Other achievements before the facebook social site include developing a music system called Synapse and another project called Wirehog. However, these two projects were terminated because he intended to start new ones. Today, Zuckerberg is considered as one of the most powerful people in the world The Forbes magazine ranked him number nine this year. The writer commended him because he was one of the people who had the greatest improvement from the previous year. In 2010, he was position forty but this year he has made a climb of thirty-one steps (Woog 35). Like all other people, Mark has a social life. He has many friends from child hood and others from college. In fact, the invention of facebook site was with the help of his two friends Dustin Moskovitz and Chris Hughes. He has a girlfriend who is of Chinese origin but is an American citizen. They have been together since high school. His life is simple even with how he dresses. It would seem as if his life is relaxed with no worries but he also has his share of fears. He narrates an experience of how he came face to face with a gun but luckily, he was not hurt. That day, he was driving home when he stopped for gas. A man emerged from the blues and pointed a gun at him. Surprisingly, he did not make demands so Mark drove off happily considering himself lucky (Woog 40). Works Cited Woog, Adam. Mark Zuckerberg: Facebook creator. California: Gale, 2009. Print

Clean Air Act Essays - Pollutants, Soil Contamination, Free Essays

Clean Air Act Essays - Pollutants, Soil Contamination, Free Essays Clean Air Act 1990, the federal Clean Air Act was passed to improve air quality in the United States. President Bush's proposed amendments to the Clean Air Act initially would have led to the introduction of alternative, non-petroleum fuels. The petroleum and oxygenate industries responded by offering a reformulated gasoline program as a substitute for most of the alternate fuel proposals. As a result, the amendments to the federal Clean Air Act adopted in 1990 required steps to achieve lower vehicle emissions, including programs to oxygenate and reformulate gasoline. Oxygenated gasoline is designed to increase the combustion efficiency of gasoline, thereby reducing carbon monoxide emissions. Since January 1995, the 1990 Clean Air Act Amendments require areas that have the most severe ozone pollution to use reformulated gasoline containing fuel oxygenates to improve air quality. Methyl Tertiary Butyl Ether is one of the most commonly used fuel oxygenates because it is produced in very large amounts from isobutylene, a waste product in the refining process. MTBE can be easily produced at the refinery, at a low cost, and can be transferred through existing pipelines once it has been blended with gasoline. In contrast to other gasoline additives used in the past, MTBE is a member of a class of chemical compounds, ethers, whose unique properties are enhanced solubility in water and chemical attraction to water molecules. These properties, along with widespread use of MTBE, have resulted in frequent detection of MTBE in samples of shallow groundwater from urban areas throughout the United States. MTBE moves quickly to shallow groundwater because it is not attached to soil particles, and is chemically attracted to water molecules. MTBE the potential to impact regional groundwater sources and may present a cumulative contamination hazard due to its mobility and apparent recalcitrance. The United States Geological Survey, in a paper presented to the American Chemical Society in San Francisco in April 1997, noted that MTBE can move from shallow to deeper aquifers with time. MTBE enters the environment, and eventually the groundwater, mainly from leaking underground fuel tanks and associated piping, but also from incomplete combustion in internal combustion engines, spilling and evaporation during transportation and refueling, and watercraft exhaust. Atmospheric precipitation may be another potential sourc e of MTBE in groundwater, because MTBE percolates easily through soil due to its small molecular size and solubility in water, allowing it to move rapidly into groundwater. The Environmental Protection Agency has classified MTBE as a possible human carcinogen, but no drinking-water regulation has been established for the compound. The Environmental Protection Agency has issued a drinking water advisory of 20- 40 micrograms per liter, based upon odor and taste thresholds, and to provide a large margin of safety from carcinogenic effects. Since February 1997, the California Department of Health Services has required public water suppliers to monitor their drinking water sources for MTBE. As of December 1997, about 23%of drinking water sources in California had been sampled for MTBE contamination. Of those sites tested, 33 or 1.3%, had detectable levels of MTBE. Of the contaminated sites tested, 36% had MTBE levels above the state's proposed drinking water standard. Some water systems only test every three years for volatile organic compounds, such as MTBE, so it will be the end of 2000 before all systems will have been tested. For MTBE, this frequency of impact to public drinking wells may not be a reliable indicator of future trends because it reflects a history of releases, including those involving gasoline formulations containing no or only low volumes of MTBE. It also appears that dissolved benzene plumes were of larger regulatory concern than MTBE in previous studies. Most studies have indicated that MTBE does not biodegrade easily under various environmental conditions. If a research investigation determines that a compound does not degrade, a half-life is not reported and the compound is classified as recalcitrant. MTBE is generally reported as recalcitrant, and there are no widely accepted estimates of the half-life. Investigators have reported that MTBE is recalcitrant in anaerobic laboratory studies including denitrifying conditions, sulfate-reducing conditions, methanogenic-reducing conditions, and anaerobic conditions in landfill-affected aquifer material, soils, and sludges. One 1995 result indicated there was no degradation of MTBE in an aerobic laboratory study after more

Battle of Waxhaws in the American Revolution

Battle of Waxhaws in the American Revolution The Battle of Waxhaws was fought May 29, 1780, during the American Revolution (1775-1783) and was one of several American defeats in the South that summer. In late 1778, with the fighting in the northern colonies increasingly becoming a stalemate, the British began to expand their operations to the south. This saw troops under Lieutenant Colonel Archibald Campbell land and capture Savannah, GA on December 29. Reinforced, the garrison withstood a combined Franco-American attack led by Major General Benjamin Lincoln and  Vice Admiral Comte dEstaing the following year. Seeking to expand this foothold, the British commander-in-chief in North America,  Lieutenant General Sir Henry Clinton, mounted a large expedition in 1780 to capture Charleston, SC. The Fall of Charleston Though Charleston had defeated an earlier British attack in 1776, Clintons forces were able to capture the city and Lincolns garrison on May 12, 1780 after a seven-week siege. The defeat marked the largest surrender of American troops during the war and left the Continental Army without a sizable force in the South. Following the American capitulation, British forces under Clinton occupied the city. Escaping North Six days later, Clinton dispatched Lieutenant General Lord Charles Cornwallis with 2,500 men to subdue the South Carolina back country. Advancing from the city, his force crossed the Santee River and moved towards Camden. En route, he learned from local Loyalists that South Carolina Governor John Rutledge was attempting to escape to North Carolina with a force of 350 men. This contingent was led by Colonel Abraham Buford and consisted of the 7th Virginia Regiment, two companies of the 2nd Virginia, 40 light dragoons, and two 6-pdr guns. Though his command included several veteran officers, the majority of Bufords men were untested recruits. Buford had originally been ordered south to aid in the Siege of Charleston, but when the city was invested by the British he received new directions from Lincoln to assume a position at Lenuds Ferry on the Santee River. Reaching the ferry, Buford soon learned of the citys fall and commenced withdrawing from the area. Retreating back toward North Carolina, he had a large lead on Cornwallis. Understanding that his column was too slow to catch the fleeing Americans, Cornwallis detached a mobile force under Lieutenant Colonel Banastre Tarleton on May 27 to run down Bufords men. Departing Camden late on May 28, Tarleton continued his pursuit of the fleeing Americans. Armies Commanders Americans Colonel Abraham Buford420 men British Lieutenant Colonel Banastre Tarleton270 men The Chase Tarletons command consisted of 270 men drawn from the 17th Dragoons, Loyalist British Legion, and a 3-pdr gun. Riding hard, Tarletons men covered over 100 miles in 54 hours. Warned of Tarletons rapid approach, Buford sent Rutledge ahead towards Hillsborough, NC with a small escort. Reaching Rugeleys Mill mid-morning on May 29, Tarleton learned that the Americans had camped there the previous night and were around 20 miles ahead. Pressing forward, the British column caught up with Buford around 3:00 PM at a location six miles south of the border near Waxhaws. The Battle of Waxhaws Defeating the American rearguard, Tarleton sent a messenger to Buford. Inflating his numbers to scare the American commander, he demanded Bufords surrender. Buford delayed responding while his men reached a more favorable position before replying, Sir, I reject your proposals, and shall defend myself to the last extremity. To meet Tarletons attack, he deployed his infantry into a single line with a small reserve to the rear. Opposite, Tarleton moved directly to assault the American position without waiting for his entire command to arrive. Forming his men on a small rise opposite the American line, he divided his men into three groups with one assigned to strike the enemy right, another the center, and the third the left. Moving forward, they began their charge approximately 300 yards from the Americans. As the British approached, Buford ordered his men to hold their fire until they were 10-30 yards away. While an appropriate tactic against infantry, it proved disastrous against cavalry. The Americans were able to fire one volley before Tarletons men shattered their line. With the British dragoons hacking with their sabers, the Americans began surrender while others fled the field. What happened next is a subject of controversy. One Patriot witness, Dr. Robert Brownfield, claimed that Buford waved a white flag to surrender. As he called for quarter, Tarletons horse was shot, throwing the British commander the ground. Believing their commander to have been attacked under a flag of truce, the Loyalists renewed their attack, slaughtering the remaining Americans, including wounded. Brownfield insinuates that this continuation of hostilities was encouraged by Tarleton (Brownfield Letter). Other Patriot sources claim that Tarleton ordered the renewed attack as he did not wish to be encumbered with prisoners. Regardless, the butchery continued with American troops, including wounded, being struck down. In his report after the battle, Tarleton stated that his men, believing him struck down, continued the fight with a vindictive asperity not easily restrained. After approximately fifteen minutes of fighting the battle concluded. Only around 100 Americans, including Buford, succeeded in escaping the field. Aftermath The defeat at Waxhaws cost Buford 113 killed, 150 wounded, and 53 captured. British losses were a light 5 killed and 12 wounded. The action at Waxhaws quickly earned Tarleton nicknames such as Bloody Ban and Ban the Butcher. In addition, the term Tarletons Quarter quickly came to mean that no mercy would be given. The defeat became a rallying cry in the region and led many to flock to the Patriot cause. Among those were numerous local militias, particularly those from over the Appalachian Mountains, which would play a key role at the Battle of Kings Mountain that October. Vilified by the Americans, Tarleton was decisively defeated by Brigadier General Daniel Morgan at the Battle of Cowpens in January 1781. Remaining with Cornwallis army, he was captured at the Battle of Yorktown. In negotiating the British surrender, special arrangements had to be made to protect Tarleton due to his unsavory reputation. After the surrender, the American officers invited all of their British counterparts to dine with them but specifically forbade Tarleton from attending.

Battle of Waxhaws in the American Revolution

Battle of Waxhaws in the American Revolution The Battle of Waxhaws was fought May 29, 1780, during the American Revolution (1775-1783) and was one of several American defeats in the South that summer. In late 1778, with the fighting in the northern colonies increasingly becoming a stalemate, the British began to expand their operations to the south. This saw troops under Lieutenant Colonel Archibald Campbell land and capture Savannah, GA on December 29. Reinforced, the garrison withstood a combined Franco-American attack led by Major General Benjamin Lincoln and  Vice Admiral Comte dEstaing the following year. Seeking to expand this foothold, the British commander-in-chief in North America,  Lieutenant General Sir Henry Clinton, mounted a large expedition in 1780 to capture Charleston, SC. The Fall of Charleston Though Charleston had defeated an earlier British attack in 1776, Clintons forces were able to capture the city and Lincolns garrison on May 12, 1780 after a seven-week siege. The defeat marked the largest surrender of American troops during the war and left the Continental Army without a sizable force in the South. Following the American capitulation, British forces under Clinton occupied the city. Escaping North Six days later, Clinton dispatched Lieutenant General Lord Charles Cornwallis with 2,500 men to subdue the South Carolina back country. Advancing from the city, his force crossed the Santee River and moved towards Camden. En route, he learned from local Loyalists that South Carolina Governor John Rutledge was attempting to escape to North Carolina with a force of 350 men. This contingent was led by Colonel Abraham Buford and consisted of the 7th Virginia Regiment, two companies of the 2nd Virginia, 40 light dragoons, and two 6-pdr guns. Though his command included several veteran officers, the majority of Bufords men were untested recruits. Buford had originally been ordered south to aid in the Siege of Charleston, but when the city was invested by the British he received new directions from Lincoln to assume a position at Lenuds Ferry on the Santee River. Reaching the ferry, Buford soon learned of the citys fall and commenced withdrawing from the area. Retreating back toward North Carolina, he had a large lead on Cornwallis. Understanding that his column was too slow to catch the fleeing Americans, Cornwallis detached a mobile force under Lieutenant Colonel Banastre Tarleton on May 27 to run down Bufords men. Departing Camden late on May 28, Tarleton continued his pursuit of the fleeing Americans. Armies Commanders Americans Colonel Abraham Buford420 men British Lieutenant Colonel Banastre Tarleton270 men The Chase Tarletons command consisted of 270 men drawn from the 17th Dragoons, Loyalist British Legion, and a 3-pdr gun. Riding hard, Tarletons men covered over 100 miles in 54 hours. Warned of Tarletons rapid approach, Buford sent Rutledge ahead towards Hillsborough, NC with a small escort. Reaching Rugeleys Mill mid-morning on May 29, Tarleton learned that the Americans had camped there the previous night and were around 20 miles ahead. Pressing forward, the British column caught up with Buford around 3:00 PM at a location six miles south of the border near Waxhaws. The Battle of Waxhaws Defeating the American rearguard, Tarleton sent a messenger to Buford. Inflating his numbers to scare the American commander, he demanded Bufords surrender. Buford delayed responding while his men reached a more favorable position before replying, Sir, I reject your proposals, and shall defend myself to the last extremity. To meet Tarletons attack, he deployed his infantry into a single line with a small reserve to the rear. Opposite, Tarleton moved directly to assault the American position without waiting for his entire command to arrive. Forming his men on a small rise opposite the American line, he divided his men into three groups with one assigned to strike the enemy right, another the center, and the third the left. Moving forward, they began their charge approximately 300 yards from the Americans. As the British approached, Buford ordered his men to hold their fire until they were 10-30 yards away. While an appropriate tactic against infantry, it proved disastrous against cavalry. The Americans were able to fire one volley before Tarletons men shattered their line. With the British dragoons hacking with their sabers, the Americans began surrender while others fled the field. What happened next is a subject of controversy. One Patriot witness, Dr. Robert Brownfield, claimed that Buford waved a white flag to surrender. As he called for quarter, Tarletons horse was shot, throwing the British commander the ground. Believing their commander to have been attacked under a flag of truce, the Loyalists renewed their attack, slaughtering the remaining Americans, including wounded. Brownfield insinuates that this continuation of hostilities was encouraged by Tarleton (Brownfield Letter). Other Patriot sources claim that Tarleton ordered the renewed attack as he did not wish to be encumbered with prisoners. Regardless, the butchery continued with American troops, including wounded, being struck down. In his report after the battle, Tarleton stated that his men, believing him struck down, continued the fight with a vindictive asperity not easily restrained. After approximately fifteen minutes of fighting the battle concluded. Only around 100 Americans, including Buford, succeeded in escaping the field. Aftermath The defeat at Waxhaws cost Buford 113 killed, 150 wounded, and 53 captured. British losses were a light 5 killed and 12 wounded. The action at Waxhaws quickly earned Tarleton nicknames such as Bloody Ban and Ban the Butcher. In addition, the term Tarletons Quarter quickly came to mean that no mercy would be given. The defeat became a rallying cry in the region and led many to flock to the Patriot cause. Among those were numerous local militias, particularly those from over the Appalachian Mountains, which would play a key role at the Battle of Kings Mountain that October. Vilified by the Americans, Tarleton was decisively defeated by Brigadier General Daniel Morgan at the Battle of Cowpens in January 1781. Remaining with Cornwallis army, he was captured at the Battle of Yorktown. In negotiating the British surrender, special arrangements had to be made to protect Tarleton due to his unsavory reputation. After the surrender, the American officers invited all of their British counterparts to dine with them but specifically forbade Tarleton from attending.

Should it be lowered Essay Example | Topics and Well Written Essays - 750 words

Should it be lowered - Essay Example During an interview by CBS News, John McCardell, former president of Middlebury College said that the drinking law was an abysmal failure in eliminating underage drinking, it drove the habit underground behind the scenes, into more risky and unmanageable settings. These settings included basements, fraternity houses and locked dormitories where minors hid from the law and adults. The law created a dangerous culture of irresponsible and reckless habits, unsupervised binge and excess drinking. For example, minors gulp bottles of beer in seconds trying to perfect the art of getting drunk quickly before they are discovered by adults (Johnson & Alex, 46). The irresponsible drinking behaviour endangers the lives of minors because they cannot access emergency medical care during their drinking sprees as they hide themselves. They also fear reporting alcohol related medical emergencies since it is breaking the law. The drinking age should be lowered because the current law is unworkable, difficult to enforce and doesn’t stop minors from drinking. The enforcement of this law is routinely avoided and results in two or three arrests out of thousands of violations. The police aren’t in apposition to stop all cases of underage drinking, they can only contain it. The police department admitted that the law is ineffective. The police tried different techniques to curb drinking by minors but only few techniques succeeded (Toomey & Rosenfeld, 57). For example, they would find a party where minors were drinking and seal the house. They would write tickets to all the minors coming from the house and report them to their parents. All these efforts only pushed underage drinking underground instead of eliminating the habit. Pushing the drinking habit underground is endangers lives of the minors because encourages irresponsible drinking extremes and other antisocial behaviour such as drug abuse and crime. According to Ellis Henican (author of

American International Group (AIG) Essay Example | Topics and Well Written Essays - 1750 words

American International Group (AIG) - Essay Example These resulted when AIG was encountered with ratings downgrades. The company underwent demands of tens of billions of dollars for cash collateral on the credit default swops that were written by financial products and assured by the investing company. Some of the world’s biggest financial institutions managed to hedge their contribution in the risky credit default swap business living AIG struggling on its own (Roth and Buchwalter, 1). AIG selected the federal office of Thrift supervision (OTS) after purchasing a saving’s loan in 1999, which was an agency charged with supervision of savings, loan banks and economy associations. OTS became the primary regulator of the company. Notably AIG financial products are not a licensed insurance agency; therefore, it was not synchronized by the states. The financial product is primarily an investment that is based in London. It managed to evade control, as provided by the British financial services authority, principally because O TS, which was an equivalent regulator of the British regulatory body, had registered the AIG holding company. Nonetheless, even though OTS accepted its part as the holding company regulator, it should be understood that credit swaps were exempted from regulation by British policies thus preventing the states from regulating these instruments (Dinallo, 4). Collateralized Death Obligations Most people buy life insurance for the profit off their family members or those that rely on their on their earnings. Banks would buy a large number of life settlements to create the collateral pool which they would expect to begin making payment as earlier as probable. However, risks arise when the insurer fails to meet the death gain claim. This policy entails that investors will persist in paying out premiums on insurance and will eventually get the payout once a person dies. If the policyholder encounters his death earlier, this will entail that the returns will be immense. However, if there is a greater increase in life expectancy for a certain segment of the populace. Companies such as AIG lose money in downturns when claims mount which at times may result in bankruptcy (Lewitt, 183). Recently AIG has sought to garner support among investors and credit ratings companies for a deal that is highly viewed as controversial. This is the sale of securities supported by insurance guidelines of the aging people. However, this has gained few customers as critics refer to these deals as death bonds because they principally pay once the insured person has demised. The giant insurer’s life-settlements portfolio overall sum is $18 billion in anticipated death benefits. This is in regard to the company’s financial filings which has witnessed an approximation of over $45 billion traded since the market started over a decade ago. The AIG activity in a way depicts the company’s entrepreneurial culture as well as exhibiting hoe the company has fallen in last few years as it strived to raise funds to repay the government bailout, thus resulting on it making little profits (Sullivan, 1). Credit Default Swaps (CDS)

Inequality in British Schools Essay Example for Free

Inequality in British Schools Essay The educational system is one of the most influential institutions in society as it provides young people with a vast amount of knowledge, attitudes and skills. These are acquired formally through set lessons or informally through the ‘hidden curriculum’ which provides the unofficial and unplanned consequences of school experience. Social Inequality is one of the major preoccupations of sociology. The relationship between inequality and education has been studied for many years. Although it seems obvious that educational success is simply down to an individual’s capabilities and motivation, sociological research shows that the inequalities in social class, gender and race and ethnicity have had a huge influence in the differential achievement within British schooling. The development of the educational system in Britain was first put in place to secure equal educational opportunities for all young people, however despite these efforts, sociological evidence states that not all children with the same ability achieve the same success. Some sociologists, such as Charles Murray have contended with the idea that genetic intellectual potential determines an individual’s performance in school. This idea is rejected by the conflict theorist’s as they believe social class to be one of the main factors that determine whether a child is successful at school or not, as there are major differences between the levels of achievement of those that are part of the working social class and those apart of the middle class. (Macionis. J, Plummer.K, 2008) One of the main explanations for this is material deprivation. Working class families are financially in a worse position than those of the middle class and therefore are not able to make the most of their educational opportunities. As they are living in poorer housing conditions they may not have the space at home to be able to complete their schoolwork with full concentration. The lack of financial funds means that many families will not be able to provide their children with the necessities needed to fully develop within education, for example a household computer, sports equipment, or even money for school trips. It may be financially difficult for parents on a low income to support their children in higher education as well. Although student grants have been put in place, many children avoid higher education as they worry about the debt or travel costs. It also more likely for those from a working class  background to be managing education with a part time job, such as paper rounds or shop work, this can cause conflict between the amount of time available for work and the amount of time spent on studying. (Browne. K, 2005) Research suggests that it is not only factors outside of the school that can effect achievement; there are also factors inside the school that have an impact on a child’s educational experiences. Teachers have been known to take into account things such as a child’s standard of behaviour, dress, speech and their social class and background and this reflects how teachers treat particular individuals within the classroom. Teachers are often part of the middle class and the children that share the same values and standards are likely to be seen as ‘brighter’ than those with working class values. The working class have a different focus on their values, attitudes and their lifestyle in soc iety. This often works as a barrier to the success of the working class. The blame for underachievement is often focused in the direction of the family and community. These material and cultural conditions put working class children at a disadvantage when it comes to achievement in schools. Many of these factors, which have no relation to biological potential, have contributed to the educational class divide in Britain. Sociologist Robert.K.Merton was credited for the term ‘self-fulfilling prophecy’ which focuses on a teacher’s attitude towards a pupil, for example if a pupil is labelled as bright and is encouraged and praised by the teacher, the child will feel self-confident and will strive for success. On the other hand if the teacher labels a pupil as ‘un co-operative’ or from a ‘poor’ background, this can cause low self-esteem and the pupil will be likely to fail to achieve much success. The Neo Marxist’s perspective on class stratification in Britain claims that schools create a ‘false class consciousness’ so it seems that they promote equal opportunities for all, but they really reproduce a capitalist division of labour, preparing young people for class-determined careers in the labour market. Willis (1977) accepts the Marxist’s view on education being closely linked to the needs of the capitalist’s system; however he does not agree with the idea of there being a direct link between education and the economy. (Macionis. J, Plummer.K, 2008) His study found that â€Å"poorer children often grow up in environments where people see little hope of upward social mobility and rebel against the system rather than trying to  conform with in. In such an environment adults often discourage rather than encourage success at school.† (Macionis. J, Plummer.K, 2008) Social class is not the only inequality in Britain’s schooling. So ciologists have also found a link between gender and academic success. Until the late 1980’s there was high concern about the underachievement of girls. Societies had been structured to consider schooling more important for males than for females. Although the gap in gender inequality has narrowed in Britain, many women still study traditionally feminine subjects, such as literature whilst men are more likely to study subjects that are seen to be more masculine like engineering. (Macionis. J, Plummer.K, 2008) Sue Sharpe in a 1976 survey called ‘just like a girl’ discovered that the priorities of young girls were ‘love, marriage, husbands, children and then jobs and careers, more or less in that order’. When she repeated her research in 1994, she found that the order had changed to ‘having a job, career and being able to support themselves before having a family.’ (Browne. K, 2005) Weiner (1995) has argued that teachers have more forcefully challenged stereotypes since the 1980’s and sexist images have been removed from learning materials, which could be the reason for the changes in girl’s attitudes towards their own education. The increase in incentives for girls to gain qu alifications has been due to a number of reasons, one of them being the women’s movement that managed to achieve a great deal of success in challenging traditional stereotypes for women’s roles in society. Many women now look past traditional roles, such as housewives and mothers and are motivated to gain independence and to do well in their careers. Women on average work hard during their time at school and are more motivated to do well. They put more effort into their presentation as they give up more time to do their school work. (Browne. K, 2005) It is clear that there have been major changes in the gender perception of girls in Britain’s schools and the inequalities between males and females has become less and less. Although certain traditional gender perceptions exist through subject choice, females now have more equal opportunities to gain knowledge within the classroom and achieve success. However in modern day society the tables have now turned and there has been a sudden ‘moral panic’ over the underachievement of boys. (Weiner, Arnot and David 1997) Swann (1992) found that boys dominated class discussion by often acting inappropriately and interrupting, whereas girls  are known to have a more laid back attitude within the classroom and are praised for their abilities to listen and co-operate, which leads to the teacher having a more positive view to girls within the class, helping to produce the ‘self-fulfilling prophecy’ of girls greater achievement levels. (Holborn.M and Langley.P, 2002) Mitsos and Browne accept that boys are under-achieving and suggest that it is because men are culturally encouraged to appear macho and tough in society and these types of behaviours take place within the classroom and distract from learning. They also believe that the decline in manual work may result in the working class boys losing motivation as it is getting harder and harder to find jobs. Although these reasons seem valid, sociologists believe that more research has to be done within this area. (Holborn.M and Langley.P, 2002) More recent studies on education and gender have come away from the simple ‘differential achievement’ and now take into account a lot more processes within schools. The active role of the pupil is seen to create gender relationships and the way in which children form ideas on identities is seen to have a bigger impact. We have discussed social class and gender inequalities within Britain’s schools; however we are still to look into ethni city and race and the effects this has on differential achievement within schools. Many children from ethnic minority backgrounds tend to not do as well as other members of the population when it comes to education. Similar to the working class issues as majority of ethnic minority groups are part of the working class they face a series of disadvantages in social conditions, such as poor housing conditions and higher rates of unemployment within their home, which can cause a disadvantage in the chances of success. (Macionis. J, Plummer.K, 2008) Ethnic minorities are also at a disadvantage in school as they often suffer from isolation or racism from other pupils or are even discriminated against from teachers. Although, all schools in Britain are now legally obliged to have an anti-racist policy and teachers are now trained in equality legislation, research in secondary schools has shown conflict between white teachers and African Caribbean pupils. Stereotypes of African Caribbean young males have caused teachers to have more positive expectations of other ethnic mi nority groups, more than others. This explains the high level of black exclusions from schools and also explains why most permanent exclusions are down to disobedience of some sort, for  example pupils refusing to conform to school rules or being verbally abusive to teachers. The Labelling of certain pupils can cause them to comply with what is expected of them, for example disruptive behaviour and therefore leads to major effects on achievement. Phoenix (2001) conducted numerous studies identifying racism in schools; some suggest teachers discriminate against black and South Asian students, treating them in stereotypical ways. (Holborn.M and Langley.P, 2002) Racism can cause ethnic minorities to feel in some ways rejected from society and therefore racism within schools can cause young people to feel rejected from school as well, which can lead to prevention of achievement as individuals are not able to work to their full potential as they are not happy and comfortable in the school environment. Not all sociologists agree with the inequalities of ethnic minorities in schools. Taylor (1981) argues that the emphasis on faults in the education system should be treated with some degree of caution. Teachers do not necessarily behave in ways that reflect negative stereotypes of ethnic minority groups according to Taylor and that many teachers consider ethnic equality within schools to be of a high level of importance. (Holborn.M and Langley.P, 2002) There is enough evidence to link differential achievement with inequalities within Britain’s schools. Social class and ethnic inequalities effect the education and success of some pupils to some extent. Although, there have been developments and improvements on equality in society as a whole including educational institutions, there is still a long way to go before all individuals can be provided with equal opportunities of success. There are still clear class divisions within Britain’s schools as the working class are constantly at a disadvantage which prevents them from achieving to their full potential. Ethnic minority groups have very similar issues that need to be addressed in order for equal opportunities to evolve. However, there have been drastic changes in gender equality in schools and females and males are now being treated equally within the classroom. These changes have occurred within the whole of society as traditional gender stereotypes have been broken. These changes have had positive results as females now strive to achieve success. Referencing Browne, K., 2005. An introduction to sociology. 3rd ed. Cambridge: Polity Press Holborn, M., Langley, P., 2002. Sociology Themes and Perspectives. Fulham: Collins Macionis, J.J., Plummer, K., 2008. Sociology. 4th ed. Essex: Pearson Moore, S., Aiken, D., Chapman, S., 2006. Sociology A2. 2nd ed. Fulham: Collins Girls and Education (online) Available at: http://www.historylearningsite.co.uk/girls_education.htm Assessed on 07/06/2012

Full Body Scanners Do Not Lead to Safer Travel Essays -- Airport Secur

Why should anyone including my 3-year-old daughter unnecessarily be exposed to cancer causing X-ray beams in a full body scanner? Or have a total stranger run his or her hands up and down my daughter's body for a full pat-down upon refusing the scan? Most enraging is that the scan can be done without my knowledge. Full body scanners should not be used in United States airports. The Transportation Security Administration (TSA), on November 20, 2010 implemented the use of 385 scanners, otherwise know as advanced imaging technology in 68 airports to include Denver International Airport. The TSA is using these machines supposedly to ensure safer travel and be steps ahead of security threats. According to the TSA, as a preventive measure, scanners where rapidly deployed after Umar Farouk Abdulmutallab's failed attempt at blowing up an aircraft with pentaerythritol tetranitrate, or PETN sewn in his underwear December 25, 2009. Former Homeland Security chief Michael Chertoff claimed that if Abdulmutallab had gone through screening or a full pat-down, the explosives would have been discovered (Eggen, DeYoung and Hsu 2). The TSA also claims that not all explosives or explosive devices can be detected through metal detectors. The scanner machines cannot detect explosives such as the type that Abdulmutallab had concealed. Abdullah Ansieri had a detonator and explosives hidden in his rectum when he tried to kill Saudi Arabia's counter-terrorism chief, Prince Mohammed bin Nayef. Ansieri was Saudi's most wanted man and managed to get through two rigorous airport screenings and Saudi Secret Service, who defend royals by any means necessary. Professor Clive Williams a counter-terrorism expert of the Australian National University said the mac... ...he-real-radiation-risk-of-the-tsas-full-body-x-ray-scans/> 5. Bell, Jason. â€Å"Review of the TSA X-ray backscatter body scanner safety report: hide your kids, hide your wife.† My Helical Tryst, blogspot.com, 22 Nov 2010. Web. 1 Dec 2010. 6. â€Å"You asked for it...You got it, Millimeter Wave images.† blog.tsa.gov. TSA 09 May 2008. Web. 1 Dec 2010. . 7. "Are Full Body Scan Images Saved? Issue Challenged In Federal Court...† wgrz, Buffalo, 06 Aug 2010. Web. 1 Dec 2010. . 8. Meserve, Jeanne, and Mike M. Ahlers. â€Å"Body scanners can store, send images, group says.† CNN 11 Jan 2010: 1. Web. ! Dec 2010.

Education System of Britain

According to the research of Oversea Education Center (2000), is that â€Å"Education in the United Kingdom (UK) is compulsory for everyone between the ages of five to sixteen. † This mean that no one left behind in their system that everybody must be in school to learned and participate. I believed that the learning and participation of students would require equality in the school system. Does the school system can provide this equality to all students? I know that this problem has been existed on other countries.Is the system in Britain practices equality or inequality still persisting? This essay will explore on the educational system in contemporary Britain acting to decrease or increase social inequality highlighting current issues. Equality Impost Britain’s Government partnered with Sutton Trust funded by Peter Lampl tried to make the education system as equal as possible by making â€Å"new scheme aimed at giving talented children of all backgrounds access to q uality education†.They are pronouncing that all can access this mean more to the poor that will be given the chance to develop their talents and able to have an education they wanted. There are striking findings from domestic and international survey that the English education is improving. But while average standards in education in the UK are high, the traditional problem of inequality, and especially with the educational outcome and social class, remain very strong pointed out by David Miliband (2003). Inequality IncreasedThe problem starts young: as early as 22 months according to pioneering research of cognitive ability of very young children. At the age of two poor show advance but was overtaken at the age of 6 by the rich family and will maintain its advancement at the age 7-11. But more social differences can be seen in secondary level as Leon Feinstein (2003) demonstrated. On the other hand, University system practice inequality that affected most of the poor from rem ote areas that wanted to avail the opportunity that offered by millioner philanthropist and the Britain’s government program.John O'Leary, Education Editor (2000), reported that â€Å"Almost half the entrants are from independent schools and only one in 25 comes from the poor neighborhoods identified as sending fewest students to university. Barely one in ten is from a working class home. † The universities still practice elitism in their university depriving most of the poor students. Thinking that students coming from the independent school have more advantage since they have all the good facilities they need to learned to their full potential compared to the students coming from the public schools.The increased in Social inequality is more observed reported by John Clare, Education Editor (2000), he stated in his report that Eleven top universities accused of state bias, this was supported by the research gather â€Å"It estimated that every year 3,200 pupils from independent schools gained a place at a top university to which, statistically, they were not entitled. † There bases in accepting entry is on predicted grades rather than A-level grades. This apprehended the schools of sending pupils to avail the opportunity.The statistics that John Clare emphasized is a clear indication that social inequality is increasing in Britain’s educational system. Remarkable evidence which was also sparked by Gordon Brown condemning Oxford College in rejecting a teenager Laura Spence that elitism in Britain’s top universities are still practiced despite the campaign by Mr. Lampl giving opportunity for all and providing all the necessary materials needed by the students just to discover and develop their talent to the full potential.A writer Ben Russell (2000) wrote the description of Mr. Lampl as a â€Å"scandal† the current situation where children from poorer backgrounds accounted for 50 per cent of the school population but on ly 13 per cent of the entry to top universities. He further added that University inclined more on constructing building and research instead of finding youngster from inner cities and other deprived areas.In respond to the allegation that universities practice social inequality lots of school, the university answered as presented by Ben Russell â€Å"they say the students are not applying and they are not coming through. I suggest there's some truth to that but our universities has to become much more pro-active by going out and selling themselves to the schools. † This response of universities to the founder is not acceptable by some public schools who tried hard to let there students enters to the top 13 universities and avail the opportunities offered.Another finding that inequality is increasing in Contemporary Britain researched by Jeremy Lovell (2005) â€Å"The results show that social mobility in Britain is much lower than in other advanced countries and is declining ,† and it was suppported with Co-author Stephen Machin said â€Å"low income groups were trying to manage to keep pace with middle income, but the gap between middle and high was widening rapidly and those in the very top bracket were accelerating out of sight. † This issues is the result of inadsequate education policiy and globalization which was entrenching wealth inequalities acrross the world.The effect of this are fewer graduates from the poorer community landed on a good job in the market. (Lovell 2005). More evidence reveal by Julie Hyland(2004) â€Å"Britain: social inequalities widen under Blair government†. This is because of the government policy that imply from welfare reform through to privatizing key services. That was before abandoned by Institute for Public Policy Research (IPPR) (1994) which established a â€Å"Commission on Social justice† that sought to redefine measures of social inequality, that used to give justice to labor and leave d the traditional social reformist programmed.The factor to this issue is the polarization of â€Å"class and wealth† this giving more chance for the riches to make more shares and in facts doubled in 1999. (Hyland 2004). The IPPR demonstrate that social inequality means that â€Å"the UK education system continues to experience high levels of geographical segregation,† the reports states. â€Å"At any time since 1989 around a third of children living in poverty would have to move to schools in wealthier areas for there to be an even spread of poor children between schools.† The poor students tried hard to make them avail what the rich students have but the system has failing on looking this issues. The results can also be seen in the record obtain by deprived schools that lower records attaining in education compared to better-off areas. The writers further added (Hyland 2004), â€Å"Examining the period since the early 1980s as a whole confirms that a class b ias in entry and success within higher education remains and has even grown. † If more students from higher class can enter into universities and few from lower class there is no improvement in the educational system.The data prove that in â€Å"1981, 23 percent from high-income backgrounds obtained a university degree, and only six percent from lowest income and it increase by 37 percent in 1999. † If this will not give importance to changes in the educational system inequality would be double in the coming years. The worst evidence that the educational system in Britain’s social inequality is the case of Pamela Relf reported by Tania Kent (2000) that inequalities not only happening in the poor students striving to be successful but to a teacher itself.Pamela Relf was the longest serving teacher in the Middlefield primary in St. Neots, Cambridge shire. Only she failed to report on the first day of service in the new term felt very bad that she instead drove a ri ver near her house and end her life. She left a note telling that â€Å"I am finding the stress of my job too much. The pace of work and he long days are more than I can do. † Not only Pamela Relf but had another teacher hanged himself Daniel Overfield and a boy who is 12 years old. All the issues concerning the schools work performance and these terrible incidents have common social roots.Tania Kent described as the outcomes of two decades of attacks on public education by the former Conservative government, which have been continued and deepened under Labor Prime Minister Tony Blair. Since Labor took office in 1997, schools have had to confront the highest levels of state intervention ever experienced within the public education sector. The aims of prime Minister Tony Blair is to lift the standards by publishing the results in â€Å"league tables† that the pay also of a teacher was based on their performance that ties teachers’ salaries to pupils’ test exam results.The system was able to create stress both to students’ and teachers’ that resulted on tremendous death of the three victims that hardly cope up the challenge. The system is failing that castigation is focused on the part of the teachers. The stress given to teachers made the other teacher to leave their job. The researcher Tania Kent further exposed that Association of teachers and Lecturers (ATL) in the conference discussed a report warning of an increase in pupil suicides due to the pressures resulting from what the union termed â€Å"factory farming† teaching.It is very alarming that 35 children aged 14 and below committed suicide in Britain in1997. These are due to stress and pressure to pass the compulsory test. The issues making pressure both the teachers’ and students’ damage the emotional and mental capacity of each individual and these will result to a more poverty and of course increase inequality in educational system in Bri tain. Moreover we cannot blame that Black graduates do not want to become teachers within a racist education system.Deborah Gabriel (2006) an author on Black Britain acknowledge one of the lecturer Sonia Davis, said that a senior lecturer in education at De Montfort University and spokesperson for the African Forum for Education believes that recruiting more black teachers without making radical changes to the education system is pointless. † She further stress out to Black Britain that out of around 1000 trainee teachers in the first year of a teaching programmed, not one is black.The reason for the lack of interest, she asserts is: â€Å"A damaged system. Black teachers can see the trauma experienced by black pupils and many do not want to be in that situation. † All the weighted issues above would still be increasing and never stop if these were not given immediate actions. The damaged that have been done will increase; the action should be now we will not wait for a nother victim for this social inequality in Britain educational system. ConclusionThe above issues would if not be given consideration the educational system increases the social inequality and part of it is the difference between the ethnic groups in their social profiles and by their geographical concentration in inner-city areas with poor education provision. This subject of inequality was very much to the forefront of the debate on education. But there were high hopes that education would make for greater economic and social mobility and thus lead to reduction in inequalities.The continues support of the different agency especially the Sutton Trust that give opportunities to poor families and continues expansion of public-sector with the little cost to families has been entailed would greatly helps decrease the social inequalities in Britain’s educational system. References Clare, John 2000, â€Å"Eleven top Universities Accused of Sate Bias†, Viewed 8 January 2007 , . Gabriel, Deborah 2006, â€Å"Black graduates do not want to become teachers within a racist education system† Black Britain Online, viewed 8 January 2007, from . Hyland, Julie 2004, â€Å"Britain: Social Inequalities widen under Blair Government† viewed 8 January 2007, . Kent, Tania 2000, â€Å"Suicides reveal impact of government attacks on Britain's education system† viewed 8 January 2007, from . Leon Feinstein2003, ‘Inequality in the Early Cognitive Development of British Children in the 1970 Cohort’, Economica (Vol. 70, No. 1)Lovell, Jeremy 2005, â€Å"Social Inequality entrenched in Britain† Viewed 8 January 2007; . O'Leary, John 2000, â€Å"Elitism in Universities†, Viewed 8 January 2007, < http://www. psychology. nottingham. ac. uk/sutton/Reports. htm>. Oversea Education Center 2000, â€Å"British Education System†, Viewed 7 January 2007, . Russel, Ben 2000, â€Å"Universities Need more Cash to Widen Access†, V iewed 8 January 2007, from .

Role of the Learning Mentor

A 2, 500 word assignment which examines the role of the learning mentor and analyses the strategies used in supporting science, evaluating the impact on pupils’ learning. This essay will explore and evaluate the role, the responsibilities and the purpose of the learning mentor. It will highlight and review strategies used in schools today to support children’s education, assisting them to develop skills and achieve their full potential. The learning mentor has a large range of duties which require the ability to encourage social inclusion, collaborate with external agencies for specialist support and expand care to families and carers.Responsibilities also include the contribution to the assessment of pupils, the transition and pastoral care of vulnerable students and to identify and remove barriers to learning that some young people are faced with during their time in education. All of these areas will be considered and analysed. I will thoroughly examine current pract ice, theory and reflect upon my own development. Whilst examining the role of the learning mentor, I will be specifically looking at science and how it is taught and supported in schools today.My aim is to highlight the importance of the learning mentor and the impact they have on a child’s achievement and success. It will also indicate how the learning mentor’s holistic approach builds self confidence, a sense of emotional belonging and overall creates the best conditions for students to flourish academically as well as personally. Consequently, this will allow me to develop and improve my own practice and professional progression in the future. Education has not always recognised the holistic needs and development of children.However, over the years, the education system has seen a considerable amount of changes. It has been revolutionalised, transforming teaching from learning by rote to a multisensory, child centred, personalised education. This is due to many fact ors such as the development of technology, changes in society, values and attitudes, the recognition of children with additional needs and the implementation of learning mentors and support staff. So, when were learning mentors first introduced into schools and why?In 1999, as an out come from the 1997 White Paper, the Excellence in Cities (EiC) initiative was launched by the government to raise standards of attainment and was first piloted in disadvantaged, inner-city schools. As stated in Excellence in Cities: The National Evaluation of a Policy to Raise Standards in Urban Schools 2000-2003 (2005), Britain was in need of ‘inclusive schooling that recognises the different talents of all children and delivers excellence for everyone’. To achieve this objective, EiC implemented a gifted and talented programme, to provide extra support for 5-10 per cent of pupils in each school.Learning Support Units (LSU’s) were also introduced to provide intervention teaching and support programmes for difficult or vulnerable students and learning mentors were created to help students overcome educational or behaviour problems, ensuring that schools were inclusive of all. As highlighted by M. K Smith (1999) schools were able to utilise Learning Mentors for different matters according to their individuality, however the government did set out for the leaning mentor, four main objectives. These core beliefs from EiC are explained in Good Practice Guidelines for Learning Mentors (DFES 2001).Firstly, the learning mentor should have high expectations for every pupil, meeting the needs of all and taking an individualised approach to teaching and learning, ensuring barriers are removed so children can aspire regardless of the difficulties they may come up against. Barriers to opportunities could include family problems, bullying, low self esteem and poor social skills. The learning mentor must also establish good working relationships with pupils, parents, the com munity and other outside agencies.By creating a network, schools are able to work collaboratively to promote diversity, share good teaching practice and enhance performance throughout the area. The role of the learning mentor was not only introduced to improve the progress of low ability students, following a report by J. Freeman in 1998 which investigated research on the teaching and learning of high ability children, the government recognised that ‘provision for the highly able was not satisfactory’ and that children who are gifted and talented ‘have as much of an entitlement to have their needs addressed’ OFSTED (2001).Therefore, learning mentors provide extended learning opportunities to pupils to assure the prevention of a ‘glass ceiling’ that could potentially restrict performance. Besides from the objectives set out by the government, the role of the learning mentor is complex and extensive. Good Practice Guidelines for Learning Mentors (DFES 2001) makes clear that they are disciplinarians, nor classroom assistants. They are an active listener, a role model, a guide who negotiates targets and supports pupils, carers and parents whilst remaining reliable, non judgemental and realistic. R.Rose and M Doveston (2008:145) defines mentoring as ‘learning within a social context’ with learning mentors recognising ‘the necessity to ensure that students feel both comfortable with and in control of the learning process. ’ This social collaboration is clearly influenced by Vygotsky (1962) and his theory of social constructivism. A key point of Vygotskys theory is the Zone of Proximal Development (ZPD). As explain by Oakley (2004), the ZPD is the gap between a child’s actual level and the level of which the child could achieve with the guidance from an experienced adult, in this case, the learning mentor.This adult intervention can also be linked to the idea that Bruner put forward, labelling th is type of assistance as ‘scaffolding’. A concept where a more able person provides guidance and support until the learner becomes independent. When evaluating the helping relationship, G. Egan’s theory takes a holistic, person centred approach, resulting in the ability to ‘develop more options in their lives’, Egan (1990:7). The changes brought about by EiC have shaped the way education system is today, with teachers and learning mentors taking on a child centred, holistic, inclusive and personalised approach.In 2006, the Department for Education and Skills published the 2020 vision: report of the Teaching and Learning in 2020 Review presenting a vision to provide pupils with personalised learning offering a more adaptable curriculum. The 2020 vision: report of the Teaching and Learning in 2020 Review (2006:3) points out that ‘When taken as a whole across the education system, in all schools, for all pupils, we think personalising learning has the potential to transform education. ’ The Assessment for Learning Strategy 2008 explains the importance of assessment in education.It aims to ensure every child is aware of their performance and how to improve allowing them to become independent initiators of their own learning and by informing parents and carers of assessment outcomes, children are also supported at home. In schools, assessment for learning happens constantly by teachers, learning mentors, teaching assistant and peers. Examples of formative assessment are precise learning objectives, peer and self assessment and immediate verbal or written feedback. Summative assessment gives a broader view of improvement and uses standardised tests.Assessment is essential for schools to plan the next steps for pupils in order to close the gap in attainment and is vital to effective personalised teaching and learning. In 2008, OFSTED evaluated the impact of assessment for learning on inclusion identifying that it is benef icial to pupils with special educational needs (SEN), providing pupils with the opportunity to discuss, question, explore and review ‘builds an understanding of what success looks like and how to apply skills’ OFSTED (2008:21).Assessment for learning therefore clearly goes hand in hand with personalised learning allowing children, teachers, learning mentors and parents to reflect, evaluate and advance. Subsequently, as indicated by Capel and Gervis (2009: 135) when feedback is given in conjunction with praise, pupils are more motivated to continue to make effort with a positive approach to the activity. Maslow (1970) made this very argument with his hierarchy of needs theory explaining that in order to feel the need to fulfil one’s potential, other needs such as self esteem or love and belonging must be met first. Aspects of Maslow’s theory can also be seen in government frameworks used in schools. Although currently under review, Every Child Matters (2003 ) has five outcomes, areas which are central to the learning mentors work. For example for children to ‘be healthy’, the learning mentor may be involved with setting up breakfast clubs, arrange sporting activities or promote healthy dinners. As for ‘staying safe’ they might organise police visits, implement a listening room or create an anti bullying initiative.For children to ‘enjoy and achieve’ they may perhaps provide one to one intervention to support achievement, have homework clubs and offer assistance for transition. The learning mentor could also arrange community work, school council groups and circle time, giving pupils the opportunity to ‘make a positive contribution’. And to allow children to achieve economic well-being, the learning mentor may possibly organise work experience, seek career advice and work with parents and other outside agencies. As a teaching assistant, my role differs from that of the learning mentor. The responsibitlies of the teaching assistant, although still aim to support pupils to reach their full potential are not as broad at the support offered by a learning mentor and is approached from a somewhat different angle. This is highlighted in a video at teachermedia. co. uk 2 outlining the differences between these two roles. From my experience, teaching assistants are usually classroom based; however work together with teachers and learning mentors to ensure the best type of individual support can be provided for all.With experience of supporting and teaching the national curriculum in year 3, I have observed the learning and development of many children. One subject which always usually requires a range of support strategies is science. Science is not just the teaching of facts and theories. As stated in the report, Primary Science (2003), teaching science equips pupils with indispensable skills that are transferable throughout different parts of the curriculum. The report e xplains how the main aim of primary science is to ‘stimulate pupil’s curiosity in the world around them and encourage critical and creative thinking’ (2003:1).The National Curriculum (1999) sets out the statutory programme of study for science, the four main areas of teaching are, life processes and living things, physical processes, materials and their properties and scientific enquiry. For pupils to achieve in science there is a balance needed between teaching factual knowledge and the skills of scientific enquiry. For example, students must be given the opportunity to address questions scientifically, plan and carrying out experiments, build on previous knowledge and interests, evaluate and discuss ideas.The teaching of science is essential as it promotes learning across the curriculum including spiritual, moral, social and cultural development, key skills, thinking skills, communication, application of number, working with others and information technology. à ¢â‚¬ËœSuccessful Science’, a report by OFSTED (2011) found that the impact of good teaching could be seen when more practical science lessons were taught, when pupils were involved in peer and self-evaluation and when the pupils were given the opportunity to develop the skills of scientific enquiry by taking part in decision-making, discussion and research.Teaching was seen to be more engaging when the science that they were learning about had relevance to their lives and experiences. When I was asked to plan and teach block of lessons on magnets to a group of middle ability year 3 children, it was important to take into account many factors. How much science motivates children? What teaching strategies and theories to use? Would it need to be differentiated and how could I ensure progress had been made? The plan involved a range of multisensory activities such as testing magnetic materials around the school, finding the strongest magnet, watching videos, labelling the irecti ons of force. Such activities were tailored for multiple intelligences, Gardner (1983) and also exercised both right and left brain skills ensuring the engagement and motivation of both boys and girls, Cheminais (2008). The lessons had clear, precise learning objectives as research shows that this works as classical conditioning, the action of providing a lesson objective will result in the learner’s response in knowing what to expect to learn, Gange and Medker (1996). Theories that influenced the teaching strategies used include both constructivists and social constructivist teaching.For example, for the pupils to develop their scientific enquiry skills, the activities were designed to allow them to construct their own learning through experiences. This meant that by planning and carrying out an experiment to find the strongest magnets, the students gained the knowledge that the strongest magnet is not always the largest magnet. Alfrey (2003) explains that Piaget thought tha t children have to assemble their own comprehension and ‘assimilate’ from such experiences, creating mental structures called ‘schemas’.Piagetian theory views the role of the adult as someone who is to provide a rich, stimulating environment for children to naturally discover, explore and actively build their own schemas through stage appropriate activities and tasks that will eventually support assimilation and accommodation. Some aspects of social constructivist teaching methods were used in the lesson, for instance the pupils were collaboratively seeking answers, and they shared their ideas, had group discussion and developed their listening skills.During the session the children asked lots of questions, this again showed just how involved the children were and how they were actively seeking answers and explanations. Talking Science Pedagogy (2008) summarises five teaching models used in science. Direct interactive teaching was used in the lessons when t he magnets were first introduced to the children. Scientific vocabulary was taught such as north and south pole, magnetic field, attracts and repel.When the children learnt that opposites attract and the same repel, we used girls and boys to create an analogy in order to help them to picture it. During the lesson some issues did arise that could have potentially affect learning. The children had their own presumptions about magnets which lead to misconceptions. To identify these, the students were asked to discuss what they already knew about magnets, and then create a mind map with the findings. These included, ‘they stick to stuff’, ‘they stick to anything metal’ and ‘big magnets are strongest’. .

Dream Journal related to Psychology

Dream Journal related to Psychology When a situation becomes dangerous, the mind will figure out a way to make it safer. After the shooting in Platte Valley, many school officials are worried about how the students are handling this event. In "The Windsor Tribune", Chris Casey's article reviews just how chaotic all of these procedures can be. Every single one of the procedures can be a physical and mental strain on the all the school officials and students. The emotional strain was also another big worry that the weld county superintendent had.When a student has lived through that type of traumatic event, many things can be racing through their mind. Their behavior may change completely after this one event; they may feel as if it is better to be shy so that they do not attract too much attention. The student may do the complete opposite and be very outgoing because they feel as if they have nothing to lose anymore, or they feel invincible.English: Alexander Blok's poem 'Noch, ulica, fonar...I believe that the emotiona l strain that is put on everyone at this time will prevail and prepare us all for a very terrible possibility. I also believe that this emotional strain would be much less than that of someone losing a very close friend that was a victim of yet another school shooting.My MemoryI had to memorize "The Dreams," a poem written by Eugene Field, for my competition in speech debate. The first way I tried to memorize it was called "chunking." It is where I would separate the different stanzas so I could learn them separately and then put it all together at the very end. For me, this worked all the way up until I tried to put the entire poem back together. I could not remember what stanza went after the...